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Moh. Dannur
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jurnalmolang@gmail.com
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IAI Al-Khairat Pamekasan Jl. Palenggaan (Palduding) Phone: (0234) 3515042 Fax. 3515024 Pamekasan, Jawa Timur, 69362
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Molang: Journal Islamic Education
Published by Institut Agama Islam Al-Khairat Pamekasan
ISSN : -     EISSN : 29855489     DOI : 10.32806
Core Subject : Education,
Education
Molang: Journal Islamic Education is a leading journal in Islamic education institutions that discusses Islamic education. The journal promotes research and scholarly discussion on Islamic education in academic disciplines and institutions, focusing on advancing formal and non-formal education scholarship. Topics can include the study of Islamic education in madrasah, pesantren, and Islamic education in higher education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 26 Documents
 1   2   3 
Application of the Project Based Learning Model in Improving Student Discipline in PAI Subjects at SMP Islam Insan Kamil An-Nahdliyah Zalsanudin, Virgie Ramadhani; Masnawati, Eli
Molang: Journal Islamic Education Vol. 2 No. 2 (2024): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v2i02.820

Abstract

This study examines the implementation of the Project-Based Learning (PjBL) model in learning Islamic Religious Education (PAI) and its contribution to the formation of student discipline. Using a descriptive qualitative approach, this study was conducted at Insan Kamil An-Nahdliyah Islamic Junior High School, a pesantren-based school in Sidoarjo, Indonesia. Data collection techniques included participatory observation in the classroom, in-depth interviews with PAI teachers, students, and the school principal, as well as analysis of learning documents such as lesson plans and student project results. Thematic analysis was used to identify patterns of student engagement, changes in discipline behavior, and contextual factors that influence the effectiveness of the PjBL model. The results showed that PjBL not only increased cognitive engagement, but also supported the development of affective and psychomotor aspects simultaneously. The model encourages collaboration, reflection, time management and learning independence - important indicators of disciplined and organized learning. Furthermore, PjBL provides a pedagogical space for the internalization of Islamic values in a contextualized manner, especially when projects are designed in line with Islamic moral and social principles. The teacher's role as a facilitator and the integration of character values in the project activities proved crucial in shaping a disciplined and responsible learning environment. This study confirms the importance of integration between innovative learning models and value-based education in improving the quality of PAI learning. The findings open up opportunities for further exploration in different educational contexts, including quantitative studies related to the character impact of the project-based approach
Reconstructing Teacher Identity in the Digital Age: A Critical Discourse Study of Influencer Practices in Madrasahs Yampap, Umar
Molang: Journal Islamic Education Vol. 3 No. 1 (2025): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v3i1.841

Abstract

This study examines the growing phenomenon of influencer teachers in Islamic educational institutions known as Madrasah, focusing on how they discursively shape and negotiate their professional identities in digital spaces. Using a qualitative approach with Fairclough's critical discourse analysis framework, this study explores the intersection between Islamic scientific values and social media performativity on platforms such as Instagram, TikTok, and YouTube. Research data consists of 30–40 social media posts, non-participatory observations, and semi-structured interviews with 5–8 teacher influencers who meet the following criteria: consistent in creating educational or religious content, having significant digital followers (≥5,000), and receiving academic recognition. Findings reveal that the construction of teacher professionalism in digital spaces is ambiguous: on the one hand, digital engagement expands the dissemination of Islamic knowledge and strengthens teachers' public role; on the other hand, they face algorithmic pressures and performative demands that potentially reduce ethical and epistemic depth. This study identifies ideological tensions and hybrid identities in teachers' digital discourse through Fairclough's three-dimensional framework of text analysis, discourse practices, and social context. It proposes a conceptual model of Reflective Digital Professionalism, encompassing four main dimensions: epistemic identity, digital ethics, media literacy, and reflective criticism. This model expands the traditional understanding of teacher professionalism by incorporating digital socio-cultural dynamics within the context of Islamic education. Practically, this study encourages Islamic educational institutions to develop strategic internal policies that regulate and facilitate teachers' digital role through ethics training, media literacy programs, and reflective community monitoring.
Students' Perception in Writing Essays by Using Chat GPT, Students of the Islamic Education Department, IAI Al-Khairat, Pamekasan Santoso, Budi; Alfiansyah, Alfiansyah
Molang: Journal Islamic Education Vol. 3 No. 1 (2025): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v3i1.842

Abstract

This study explores students' reflective and selective use of Chatgpt in academic essay writing in Islamic-based higher education. Using a qualitative approach of the phenomenological type, this study aims to understand students' experiences and perceptions of the integration of generative artificial intelligence technology in scientific writing practices. The research was conducted at the Islamic Education Study Program of IAI Al-Khairat Pamekasan, with informants purposively selected based on certain criteria: active students who have used Chatgpt at least twice in essay writing, and are willing to be interviewed openly. Data was collected through semi-structured in-depth interviews, observation of Chatgpt usage patterns, and document analysis in student essays. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawing, with validation using data triangulation and confirmation to informants (member checking). The results showed that students positioned Chatgpt as a cognitive tool in initiating ideas and structuring writing, not as a substitute for academic thinking. Although it facilitates initial drafting, Chatgpt's output is general and less contextualised, especially in integrating Islamic values. Students overcame this by adding references from the Qur'an, hadith, and classical Islamic literature. In terms of ethics, students showed awareness of the potential for plagiarism and tried to maintain academic integrity through processing and re-understanding the AI results. The technology also affected confidence in writing, both positively and negatively. This study emphasises the importance of a balance between the use of technology and strengthening value-based academic literacy in an Islamic educational environment.
Transforming Education Through Deep Learning Design: Integrating Four Key Elements in School Practice Apriliyana, Nur Pangesti
Molang: Journal Islamic Education Vol. 3 No. 1 (2025): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v3i1.843

Abstract

This research aims to develop and implement a deep learning-based learning design through a Design-Based Research (DBR) approach in an Indonesian secondary school context. DBR was chosen for its ability to bridge between pedagogical theory and classroom practice through a reflective and collaborative design cycle. This study was conducted at MTs Mansyaul Ulum involving core subject teachers, grade VIII students, and the school principal. The primary focus of the study was the simultaneous integration of four elements of deep learning: real-world connections, personalization, collaboration between students, and the use of digital technology. Data were collected through classroom observations, in-depth interviews, teacher reflections, student work, and student perception questionnaires, and then analyzed thematically using an inductive approach. The results showed that contextualized and holistic learning design significantly improved students' engagement, meaning of learning, and development of 21st-century competencies. Connection with the real world strengthens the relevance of the material, while personalization encourages learning autonomy. Collaboration is proven to improve both conceptual understanding and social-emotional skills. Digital technology serves as a medium to expand the space for learning exploration. The resulting learning model makes a theoretical contribution to developing the New Pedagogies for Deep Learning framework and a practical contribution in the form of an adaptive and applicable design for teachers and curriculum developers. This research shows that profound learning-based educational transformation is possible, relevant,, and impactful in the context of education
Optimizing Tahsinul Qira'at Management Using the Wafa Method in Improving Santri's Reading at Ma'had Baitul Qur'an Madura Fathurrozi, Fathurrozi; Bari, Abdul; Astutik, Fitriyah Ika
Molang: Journal Islamic Education Vol. 3 No. 1 (2025): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v3i1.844

Abstract

This study examines the optimization of Tahsinul Qira'at management through applying the Wafa method at Ma'had Baitul Qur'an Madura using a qualitative approach of case study type. This design was chosen to understand managerial practices in the natural context of pesantren, which are rich in values, traditions, and distinctive dynamics. Data was collected through in-depth interviews with caregivers, musyrif, and santris, as well as field observations and documentation studies. Data analysis was conducted interactively, using the steps of reduction, presentation, and conclusion drawing, while data validity was maintained through the triangulation of sources and techniques. The results showed that Tahsinul Qira'at management was optimized through three main stages: planning, implementation, and evaluation. Planning is organized through deliberation between managers and teachers, including class structure, teacher allocation, and periodic assessment. In implementation, the Wafa method is used as the main approach with the flexibility of additional methods according to the needs of the students. Learning is carried out in three daily sessions with efficient time management. Evaluations are conducted weekly and monthly as a means of monitoring and continuous guidance on the quality of santri reading. Some obstacles are still faced, such as the limited number of musyrifs, variations in students' ability, and class dynamics that are not always conducive. These findings make a practical contribution to developing Qur'anic education management in pesantren and enrich the academic literature on integrating educational management and pedagogical strategies based on the Wafa method.
Positioning Pesantren as Community-Based Educational Brands: A Case Study Pesantren Nurul Ulum Ramin, Moh
Molang: Journal Islamic Education Vol. 3 No. 1 (2025): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v3i1.845

Abstract

Through a qualitative case study approach, this study examines Pesantren Nurul Ulum's positioning strategy as a community-based educational institution. The research focuses on how the pesantren builds its institutional identity not through formal promotion but through social involvement, collective narratives, and local values that live in the surrounding community. Data was collected through in-depth interviews, participatory observation, and document analysis from pesantren managers, santri guardians, and community leaders. Data analysis was done thematically and confirmed through triangulation of techniques and data sources. The results showed that Pesantren Nurul Ulum successfully positioned itself as an institution that blends socially and spiritually with the community, with legitimacy built through participation, cultural symbols, and alumni’s narratives. The branding strategy is organic and rooted in shared experiences, not merely institutional visualization or promotion. This finding strengthens the theoretical framework of community-based branding, which emphasizes the importance of sustainable social relationships in shaping institutional image. Pesantren faces serious challenges in managing digital communication, which is an important aspect in expanding its influence in the era of information technology. This research makes a theoretical contribution to the development of Islamic education branding discourse. It offers practical guidance for pesantren and similar institutions in building authentic, contextual, and socially relevant positioning strategies.

Page 3 of 3 | Total Record : 26

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